<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-4690</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Física e Esporte]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Bras Educ Fís Esporte]]></abbrev-journal-title>
<issn>1981-4690</issn>
<publisher>
<publisher-name><![CDATA[Escola de Educação Física e Esporte da Universidade de São Paulo  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-46902016000100171</article-id>
<article-id pub-id-type="doi">10.1590/1807-55092016000100171</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Gymnastics in higher education: reflections on assessment]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ginástica no ensino superior: reflexões sobre avaliação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARBINATTO]]></surname>
<given-names><![CDATA[Michele Viviene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NUNOMURA]]></surname>
<given-names><![CDATA[Myrian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de São Paulo Escola de Educação Física e Esporte ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de São Paulo Escola de Educação Física e Esporte de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>171</fpage>
<lpage>181</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-46902016000100171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-46902016000100171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-46902016000100171&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Assessment procedures were based on the traditional educational paradigms of linearity and sequence, whose aim was to categorize and select individuals. With the advancement of Social and Human Sciences, assessments gained both a reflexive and an analytical characteristic and now they constitute a system of support and guidance for individual and group learning, all without losing sight of building character in the students. Supported by qualitative research, this study identified and discussed the assessments used by 14 university lecturers in the state of S&#227;o Paulo who teach Gymnastics in the Physical Education undergraduate courses. The results showed different formats of assessment, namely: theoretical; debates; practical/experience; research; self-assessment and peer-review. None of the evaluated lecturers clearly stated the assessment criteria, becoming it, mainly, subjective. Four lecturers gave indication of using the assessment tools in the formative conception and only one lecturer guides its practice during the teaching-learning process after analyzing what has been detected in assessments.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os processos de avalia&#231;&#227;o tradicionais pautavam-se nos paradigmas educativos de linearidade e encadeamento, cujo objetivo era classificar e selecionar os indiv&#237;duos. Com o avan&#231;o do discurso das Ci&#234;ncias Humanas e Sociais, a avalia&#231;&#227;o ganhou um car&#225;ter reflexivo e anal&#237;tico, e passou a se constituir em um sistema de apoio e orienta&#231;&#227;o para as aprendizagens individuais e coletivas, e sem perder de vista a forma&#231;&#227;o pessoal dos alunos. Apoiado na pesquisa qualitativa, o presente estudo identificou e discutiu as avalia&#231;&#245;es utilizadas por 14 docentes universit&#225;rios do Estado de S&#227;o Paulo que ministram as disciplinas de gin&#225;stica nos cursos de licenciatura em Educa&#231;&#227;o F&#237;sica. Os resultados evidenciaram diferentes formatos de avalia&#231;&#227;o, quais sejam: te&#243;rica; debates; pr&#225;tica/viv&#234;ncia pesquisa; autoavalia&#231;&#227;o e avalia&#231;&#227;o entre pares . Nenhum dos docentes esclareceram claramente os crit&#233;rios de avalia&#231;&#227;o, ficando a mesma, sobretudo, subjetiva, quatro docente apontaram ind&#237;cios de utiliza&#231;&#227;o dos instrumentos avaliativos na concep&#231;&#227;o formativa e apenas um docente orienta sua pr&#225;tica durante o processo de ensino-aprendizagem, ap&#243;s analisar o que foi detectado nas avalia&#231;&#245;es.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Physical activity]]></kwd>
<kwd lng="en"><![CDATA[Educational assessment]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Atividade física]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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